Unit of Study/Water Project…
TEKS…
(6.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to
(A) compare and order non-negative rational numbers;
(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals;
(C) use integers to represent real-life situations;
(D) write prime factorizations using exponents;
(E) identify factors of a positive integer, common factors, and the greatest
common factor of a set of positive integers; and
(F) identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers. Represents and uses numbers in a variety of forms.
*Represents and uses numbers in a variety of forms.
Level 3
Prerequisite skill: identify individual coins by name and value and describe
relationships among them
The student will be presented with a collection of pennies, nickels, and dimes or
representations of these coins. The student will show the relationship between coins by determining how many pennies equal a nickel and determining how many pennies equal a dime. The student will organize a penny, a nickel, and a dime from greatest to least value.
Predetermined Criteria
1. The student will determine how many pennies equal one nickel.
2. The student will determine how many pennies equal one dime.
3. The student will organize a penny, a nickel, and a dime from greatest to least value.
Level 2
Prerequisite skill: identify individual coins by name and value and describe
relationships among them
The student will be presented with a collection of pennies and nickels or representations of these coins. The student will match the penny to the value of the penny. The student will match the nickel to the value of the nickel. The student will match how many pennies equal one nickel.
Predetermined Criteria
1. The student will match the penny to the value of the penny.
2. The student will match the nickel to the value of the nickel.
3. The student will match how many pennies equal one nickel.
Level 1
Prerequisite skill: combine, separate, and name “how many” concrete objects
The student will be presented with a set of odd-numbered manipulatives (e.g., five)
having at least one differing attribute—for example, color, shape, or size. The student will explore the manipulatives. The student will participate in sorting the set into two unequal groups. The student will acknowledge how many manipulatives are in each group.
(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to
(A) use ratios to describe proportional situations;
(B) represent ratios and percents with concrete models, fractions, and decimals; and
(C) use ratios to make predictions in proportional situations.
*Understands ratios and proportions.
Level 3
Prerequisite skill: identify and describe patterns in a table of related number pairs
based on a meaningful problem and extend the table
The student will be presented with a two-column table. The first column will be labeled “Total Cost of Tickets,” and the second column will be labeled “Number of Tickets.” The first and second rows of the table will already be completed. The student will determine the pattern (ratio) between the cost of the tickets and the number of tickets. The student will determine the cost of three and four tickets. The student will record the cost of three and four tickets on the table.
Predetermined Criteria
1. The student will determine the pattern (ratio) between the cost of the tickets and thenumber of tickets.
2. The student will determine the cost of three and four tickets.
3. The student will record the cost of three and four tickets on the table.
Level 2
Prerequisite skill: generate a list of paired numbers based on a real-life situation such as number of bicycles related to number of wheels
The student will be presented with a list that shows a representation of a completed task associated with an earned income of one dollar. The student will identify the relationship between the task and the earned income. The teacher will continue the list for two completed tasks. The student will identify how many dollars in total are equal to three completed tasks. The student will complete the list for the third completed task and earned income.
Predetermined Criteria
1. The student will identify the relationship between the task and the earned income.
2. The student will identify how many dollars in total are equal to three completed tasks.
3. The student will complete the list for the third completed task and earned income.
Level 1
Prerequisite skill: begin to recognize patterns in their environment (e.g., day follows night, repeated phrases in storybooks, patterns in carpeting or clothing)
The student will be presented with an AB pattern that naturally occurs in his or her
environment. The student will acknowledge the pattern. The student will participate in replicating the pattern below the existing pattern. The student will participate in
extending the pattern by adding another AB unit.
Predetermined Criteria
1. The student will acknowledge the pattern.
2. The student will participate in replicating the pattern.
3. The student will participate in extending the pattern by adding another AB unit.
(6.8) Measurement. The student solves application problems involving estimation
and measurement of length, area, time, temperature, volume, weight, and angles.
The student is expected to
(A) estimate measurements (including circumference) and evaluate
reasonableness of results;
(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time,
temperature, volume, and weight;
(C) measure angles; and
(D) convert measures within the same measurement system (customary and metric) based on relationships between units.
*Uses estimation, unit conversions, and measurement to solve problems.
Level 3
Prerequisite skill: use linear measurement tools to estimate and measure lengths
using standard units
The student will be presented with a ruler or a representation of a ruler and an object with a straight edge which has a length that is not an even inch. The student will determine how the ruler should be placed for accurate measuring. The student will measure one side of the object. The student will determine the approximate length of the side to the nearest inch.
Predetermined Criteria
1. The student will determine how the ruler should be placed for accurate measuring.
2. The student will measure one side of the object.
3. The student will determine the approximate length of the side to the nearest inch.
Level 2
Prerequisite skill: compare two objects according to weight/mass (heavier than, lighter than, or equal to)
The student will be presented with three objects. The objects will have significantly
different weights. The student will examine the weight of the objects. The student will identify the heaviest object. The student will identify the lightest object.
Predetermined Criteria
1. The student will examine the weight of the objects.
2. The student will identify the heaviest object.
3. The student will identify the lightest object.
Level 1
Prerequisite skill: begin to use tools to imitate measuring
The student will be presented with two measuring tools—for example, a measuring cup and a ruler or representations of the two measuring tools—in order to solve a particular problem. The student will explore both tools. The student will acknowledge the tool needed in order to solve the problem. The student will participate in using the tool.
Predetermined Criteria
1. The student will explore both tools.
2. The student will acknowledge the tool needed in order to solve the problem.
3. The student will participate in using the tool.
(7.11) Probability and statistics. The student understands that the way a set of
data is displayed influences its interpretation. The student is expected to
(A) select and use an appropriate representation for presenting and
displaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagrams, and justify the selection; and
(B) make inferences and convincing arguments based on an analysis of given or collected data.
*Uses graphs and tables to interpret data.
Level 3
Prerequisite skill: interpret information from pictographs and bar graphs
The student will be presented with a completed but untitled pictograph or bar graph. The student will determine the purpose of the graph. The student will determine a conclusion using the data on the graph. The student will justify his or her response with examples from the graph.
Predetermined Criteria
1. The student will determine the purpose of the graph.
2. The student will determine a conclusion using the data on the graph.
3. The student will justify his or her response with examples from the graph.
Level 2
Prerequisite skill: construct picture graphs and bar-type graphs
The student will be presented with a graph with squares in which the x-axis is labeled with words and picture icons representing the answer choices on a survey. The y-axis will contain numbers. The student will assist the teacher in polling a predetermined number of people on a preselected topic such as a favorite sport. The student will identify the correct square on the graph each time an answer is given. Each response will be recorded on the graph. The student will answer a question about the results shown on the graph.
Predetermined Criteria
1. The student will assist the teacher in polling a predetermined number of people.
2. The student will identify the correct square on the graph each time an answer is
given.
3. The student will answer a question about the results shown on the graph.
Level 1
Prerequisite skill: construct graphs using real objects or pictures in order to answer
Questions
The student will be presented with a pre-labeled graph. The student will be presented with a container of objects to be used on the graph. The student will explore the objects. The student will be presented with one object at a time. The student will participate in constructing the graph. The student will acknowledge the column of data with the fewest objects.
Predetermined Criteria
1. The student will explore the objects in the container.
2. The student will participate in constructing the graph.
3. The student will acknowledge the column of data with the fewest objects.
7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences,
investigations in other disciplines, and activities in and outside of school. The student is expected to
(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and
(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.
*Uses mathematics to solve everyday problems.
(8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to
(A) identify and apply mathematics to everyday experiences, to activities in
and outside of school, with other disciplines, and with other mathematical topics;
(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and
(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or
working backwards to solve a problem.
*Uses mathematics to solve everyday problems.
Level 3
Prerequisite skill: select or develop an appropriate problem-solving plan or strategy,
including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
The student will be presented with a multi-step problem-solving situation in which he or she needs to stay within a budget. The student will determine a strategy to stay within a budget. The student will solve a problem associated with his or her budget. The student will determine a conclusion about the budget.
Predetermined Criteria
1. The student will determine a strategy to stay within a budget.
2. The student will solve a problem associated with his or her budget.
3. The student will determine a conclusion about the budget.
Level 2
Prerequisite skill: select or develop an appropriate problem-solving plan or strategy
including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
The student will be presented with a multi-step problem-solving situation in which he or she needs to stay within a budget. The student will be presented with money or representations of money to spend and two possible problem-solving strategies. The student will count how much money he or she has to spend. The student will be
presented with a choice of several items with equal prices. The student will choose a problem-solving strategy. The student will identify how many items he or she can buy without going over budget.
Predetermined Criteria
1. The student will count how much money he or she has to spend.
2. The student will choose a problem-solving strategy.
3. The student will identify how many items he or she can buy without going over
budget.
Level 1
Prerequisite skill: identify mathematics in everyday situations
The student will be presented with a one dollar bill or a representation of a one dollar bill. The student will be presented with three items to purchase, each priced at one dollar. The student will indicate one item to purchase. The student will participate in purchasing the item. The student will acknowledge his or her money has been spent.
Predetermined Criteria
1. The student will indicate which item to purchase.
2. The student will participate in purchasing the item.
3. The student will acknowledge his or her money has been spent.
(8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to
(A) compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;
(B) select and use appropriate forms of rational numbers to solve reallife problems including those involving proportional relationships;
(C) approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (such as π, 2 ); and
(D) express numbers in scientific notation, including negative exponents, in appropriate problem situations.